Department of Exceptional Student Education (ESE)

Transcription

1 Department of Exceptional Student ucation (ESE) Student Name: Student Number: Individual ucational Plan (IEP) I. Methods used to encourage and include parent participation: Written notice(s) Planning notes Provided copy(ies) of report(s) II. Procedural Safeguards: The Part B Procedural Safeguards Notice contains a full explanation of protections and rights under Part B of the Individuals with Disabilities ucation Act (IDEA 2004), the U.S. Department of ucation regulations, and corresponding State requirements. This notice must be provided to parents at specified times, including at least one time per school year. III. Transition/Planning for Postsecondary Outcomes: DEFINITION OF TRANSITION SERVICES Transition services means a coordinated set of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post school activities. Transition services are primarily provided by school personnel and they may be addressed through the development of measurable annual goals and short term objectives, special education services, related services, instructional accommodations, program/curriculum modifications, support for school personnel, supplementary aids and services, and/or statewide/district assessment accommodations/modifications. Transition services may be special education, when provided as specially designed instruction, and/or a related service, when required to assist a student with a disability to benefit from special education. The following transition services must be considered and addressed in IEPs for students who are or will be 14 years or older during the duration of the IEP: Instruction Related services Community experiences Development of employment and other post school adult living objectives If appropriate, acquisition of daily living skills and provision of functional vocational evaluation For students who are or will be 16 years or older during the duration of this IEP, the goals/objectives, services and supports determined by the IEP Team should appropriately address the student's needs to enable the student to make progress which will enhance the student's attainment of the measurable postsecondary goals after exiting secondary school. This student will not be 14 years or older during the duration of this IEP. 1

2 IV. Present Level of Academic Achievement and Functional Performance Data/Transition Assessments/The present level of academic achievement and functional performance narrative is based on: Informal assessment(s) Performance on statewide/district assessment(s) Parental input Progress on previous goals FCAT Evaluation/Reevaluation/Statewide Assessment/District Assessment/Age Appropriate Transition Assessment/Alternate Assessment results: KTEA II Comprehensive 6/2/ Standard Score Descriptive Grade Equivalent Reading Composite 81 Below Average Letter & Word Recognition 81 Below Average 3.3 Reading Comprehension 86 Average 4.1 Math Composite 73 Below Average Math Concepts & Applications 75 Below Average 2.1 Math Computation 74 Below Average 3.4 Written Language Composite 87 Average Written Expression 98 Average 6.2 Spelling 78 Below Average 2.11 Oral Language Composite 87 Average Listening Comprehension 112 Average 10.2 Oral Expression 68 Lower Extreme k.9 Sound Symbol Composite 92 Average Phonological Awareness 98 Average 4.2 Nonsense Word Decoding 88 Average 3.0 Decoding Composite 83 Below Average Reading Fluency Composite 85 Average Word Recognition Fluency 84 Below Average 3.4 Decoding Fluency 88 Average 3.8 Oral Fluency Composite 98 Average Associational Fluency 110 Average >12.6 Naming Facility (RAN) 88 Average 4.4 Please see CUM records for more comprehensive Psychological Evaluations. V. Present Level of Academic Achievement and Functional Performance Narrative: 2

3 will entering Middle School for the school year as a h grader. During her grade year, she attended another school,, through the Scholarship. Parents are enrolling to attend the program for the summer, and grader. was found eligible to receive educational services in. Prior to the Individual ucation Plan (IEP), received supports and accommodations through a 504 Plan to address her learning needs. A meeting was held on, to address re evaluation needs. The KTEA II Comprehensive was administered on June 2,. The results will be discussed at today's meeting and information will be utilized for educational planning purposes for upcoming school year. Curriculum/Learning: has made great strides in reading in the last year. She has enjoyed reading more. Parents report is reluctant to read aloud because she tends to "rush" through unknown or unfamiliar words rather than utilize strategies to decode those words. This is affecting her comprehension and she requires cues to go back and reread the words. Parent has attempted highlighting tape and guides to help track words, but those aren't as effective as tracking words with her finger. Recent academic testing placed her at an approximate 4.1 grade equivalency in reading comprehension. She continues to need instruction with strategies to increase decoding and fluency skills. Parents would like to get assistance with note taking using the Cornell Notes strategy. utilizes Cornell Note taking as a school wide strategy. Previous Reading Goal: In a small group setting, will increase her reading skills to a 5th grade level based on district assessments focusing on fluency strategies and comprehension skills with at least 75% accuracy over two nine week periods. Math skills are an area of weakness for Parents report she struggles with retention and recall of multiplication facts. She will put forth great effort given the time to complete problems, and this causes her to fall behind in classwork. She requires additional remediation with concepts related to time, conversions, and money. Previous Goal 1: In a small group setting, will increase her math skills to a 4th grade level, based on district assessments 4 out of 5 attempts over the duration of two nine weeks. was recently evaluated and math concepts and applications are at a 2.10 grade equivalency. Math computation skills are at a 3.4 grade equivalency. Written Language skills have increased since the previous testing. Recent academic testing gave a grade equivalency of 6.2. She is able to write sentences with proper spacing, capitalization and punctuation. She struggles with spelling skills, but does not benefit from a dictionary. Sight words are a strength for i and when checking assignments, would benefit from having correct spelling added. She can determine when words are misspelled, but struggles with proper spelling when she uses phonetic spelling. Previous Writing Goal: Given direct instruction, will increase her spelling skills with a 80% accuracy over the duration of the two nine week periods. continues to need supports to increase spelling skills. Drills with sight words are beneficial. Additionally, writing assignments should be graded on content and spelling should not be heavily weighted. Teachers will need to help s spelling skills by correcting her misspellings on her papers and encourage to rewrite and practice frequently misspelled words. requires visual aids to capitalize on her visual strengths and provide auditory/visual associations for new concepts. does not perform well when given independent reading assignments that require demonstration of comprehension without explanation, lecture, and/or visual/auditory associations. 3

4 Independent Functioning: Parents report can experience high anxiety with test taking. Parent report she has made great gains with peer relationships. She is active in youth groups and musical theater camps. 's parents report she requires extremely quiet environments during tests or independent classwork times. She is easily distracted by disruptions. Flash cards are a great learning tool for Kinestic learning games are beneficial for needs assistance and support to utilize a daily planner. She struggles with copying from the board, so teachers will need to check her planner on a daily basis to ensure that is recording assignments daily. also needs to know in advance of any tests/quizzes. Social/Emotional: No additional needs required beyond those available to all students. Health: Parents report experiences high anxiety and currently takes a low dose of Zoloft. li has been diagnosed with ADHD, but parent reports medication did not seem to help. She is not taking medication for the ADHD at this time. does wear glasses. Parent reports she will be getting contacts over the summer. Communication: has no additional needs beyond those available to all students. Priority ucational Needs: Increase Reading Comprehension, Fluency, and Decoding Skills Increase Math Skills with an emphasis on basic math skills Increase Written Language Skills AGE OF MAJORITY: In the State of, age 18 is considered to be the age of majority and at such time all rights are transferred to the student. Parent(s) continue to receive notice after rights are transferred. Student and parent(s)/guardian(s) are notified of transfer of rights at least one year prior to the student's 18th birthday. Should the transition service needs for this student change during the duration of this IEP, the ESE Case Manager/ESE Teacher will reconvene the IEP Team. Goal 1 and Objective(s) Domain(s): Curriculum/Learning Environment Considering the student's present level of academic achievement and functional performance and disability, participation in the general curriculum is impacted by: need for support to increase reading comprehension and fluency skills to meet grade level expectations. 4

5 Goal 1: Given instruction, strategies, and supports in a variety of settings, will increase reading comprehension skills from a 4.1 grade equivalency to a minimum 5th grade equivalency as measured by district approved assessments over the duration of the IEP. A. will define and use vocabulary for specific content areas B. i will answer comprehension questions that require thought beyond the text (for example: inferring, analyzing characters, comparing/contrasting, predicting cause and effect) C. will identify story elements (setting, characters, conflict, etc.) and retell important events D. will answer oral and/or written comprehension questions from a story and/or passage E. will use table of contents, index, headings, and illustrations to increase comprehension Evaluation Plan (1) Progress toward annual goal will be evaluated by using the following methods/procedures: Teacher/therapist data collection Work samples Formal and/or Informal Testing (2) Progress will be evaluated by staff through a review of data described above: Quarterly (3) Parents will be notified of their child's progress toward the annual goal at least as often as progress is reported for nondisabled students. The progress report will describe the extent to which the student's progress is sufficient to enable the student to achieve the goal by the end of the year. (4) Titles of professional(s) responsible for planning/implementing services and documenting progress toward mastery of this goal and objectives: ESE and Regular ucation Teachers Goal 2 and Objective(s) Domain(s): Curriculum/Learning Environment Considering the student's present level of academic achievement and functional performance and disability, participation in the general curriculum is impacted by: s need for support to increase reading decoding skills, word attack, and fluency skills needed to increase reading comprehension Goal 2: Given instruction, practice, and reminders in a variety of settings, will increase word attack skills and fluency skills to increase reading skills from a 3rd grade level to a 5th grade level as measured by district approved assessments over the duration of the IEP. A. will select various strategies to assist in decoding B. will use a variety of word attack strategies (such as segmenting and blending sounds) to decode words C. will use prefixes, suffixes, antonyms, root words, and synonyms D. will use context clues to determine unknown words in a passage or story E. will self correct decoding errors rather than omitting the word Evaluation Plan (1) Progress toward annual goal will be evaluated by using the following methods/procedures: Teacher/therapist data collection 5

6 Work samples Formal and/or Informal Testing (2) Progress will be evaluated by staff through a review of data described above: Quarterly (3) Parents will be notified of their child's progress toward the annual goal at least as often as progress is reported for nondisabled students. The progress report will describe the extent to which the student's progress is sufficient to enable the student to achieve the goal by the end of the year. (4) Titles of professional(s) responsible for planning/implementing services and documenting progress toward mastery of this goal and objectives: ESE and General ucation Teachers Goal 3 and Objective(s) Domain(s): Curriculum/Learning Environment Considering the student's present level of academic achievement and functional performance and disability, participation in the general curriculum is impacted by: s deficit with math concepts and applications and retention of basic math skills Goal 3: Given differentiated instruction in a small group setting, will increase math concepts and applications from a 2.10 grade equivalency to a minimum 4.0 grade equivalency as measured by district approved assessments over the duration of the IEP. A. will calculate change up to an alloted given amount of money B. will demonstrate knowledge of regrouping C. will master two and three digit multiplication problems D. will solve three and four digit problems using multiplication and division E. will solve problems involving elapsed time Evaluation Plan (1) Progress toward annual goal will be evaluated by using the following methods/procedures: Teacher/therapist data collection Work samples Formal and/or Informal Testing (2) Progress will be evaluated by staff through a review of data described above: Quarterly (3) Parents will be notified of their child's progress toward the annual goal at least as often as progress is reported for nondisabled students. The progress report will describe the extent to which the student's progress is sufficient to enable the student to achieve the goal by the end of the year. (4) Titles of professional(s) responsible for planning/implementing services and documenting progress toward mastery of this goal and objectives: ESE Teacher 6

7 Goal 4 and Objective(s) Domain(s): Curriculum/Learning Environment Considering the student's present level of academic achievement and functional performance and disability, participation in the general curriculum is impacted by: need for support to increase written language skills with an emphasis on spelling, grammar, and sequencing of thoughts Goal 4: Given differentiated instruction and practice in a variety of settings, will increase written language skills to meet grade level expectations as measured by district approved assessments given 3 out of 5 opportunities with 80% mastery over the duration of the IEP. A. i will utilize appropriate grammar skills including capitalization, punctuation, and basic sight word spelling. B. i will self correct own work for mechanics and content prior to final product. C. will demonstrate preplanning strategies for writing Evaluation Plan (1) Progress toward annual goal will be evaluated by using the following methods/procedures: Teacher/therapist data collection Work samples Formal and/or Informal Testing (2) Progress will be evaluated by staff through a review of data described above: Quarterly (3) Parents will be notified of their child's progress toward the annual goal at least as often as progress is reported for nondisabled students. The progress report will describe the extent to which the student's progress is sufficient to enable the student to achieve the goal by the end of the year. (4) Titles of professional(s) responsible for planning/implementing services and documenting progress toward mastery of this goal and objectives: ESE and General ucation Teachers VII. Accommodations for Instructional Delivery/Program Modifications: Required Location Frequency Regular/ ESE/Both Other /Weekly Other More time for completing ESE & Regular assignments More instructional time ESE & Regular Assistance with note taking*(not allowable on FCAT) ESE & Regular Provide copies of notes that are presented via overhead/whiteboard for copying (Kali will participate in note taking) Teacher will check for 7

8 Shortened assignments*(not allowable on FCAT) ESE & Regular Adjust pacing ESE Provide notes/outline/study guide*(not allowable on ) ESE & Regular Organization system ESE & Regular Weekly Proximity control ESE & Regular Cueing and prompting*(not ESE & Regular allowable on ) Preferential Seating ESE & Regular Visual Aids ESE & Regular accuracy and completion to allow student to demonstrate mastery rather than quanitity for comprehension of materials (tests) near front and away from distractions to capitalize on students' visual strengths *Only accommodations indicated in the test administration manuals may be used for state assessments. When accommodations marked with an asterisk are recommended for students who participate in state and district assessments, then "Informed Parental Consent for Instructional Accommodations" (form ) must be obtained prior to implementing those accommodations. VIII. Behavioral Supports: None Required IX. Support for School Personnel: Collaboration between ESE teacher(s) and regular education teacher(s) X. Special ucation Services/Specially designed instruction/services to enable the student to progress toward mastery of Annual Goals in: Location: Describe the type of classroom or educational setting. When needed, use textbox for Frequency: Select daily, or weekly, or enter information in textbox. entry. Description of Location Other Frequency Other reading skills & strategies Regular ucation Classroom written language skills & strategies mathematics skills & strategies organizational skills & strategies Regular ucation Classroom ESE Classroom Regular ucation Classroom ESE Classroom 8

9 Organizational Skils & Strategies Exceptional Student ucation (ESE) Extended School Year (ESY) services have been considered and: Exceptional Student ucation Extended School Year services are not recommended by the IEP Team at this time. XI. Related Services and Supplementary Aids and Services: None Required XII. Statewide/District Assessment Programs: If a student does not participate in state and district assessment programs, the student may not be eligible for a Standard Diploma. In order to facilitate informed and equitable decision making, IEP Teams should address each of the questions in the " ALTERNATE ASSESSMENT PARTICIPATION CHECKLIST" (form ) to determine the appropriate assessment for the student. A. Will the student participate in state and district assessment programs? Yes 1. Explain the reason(s) that the student will not participate: Does not apply 2. Describe the alternate assessment(s) that will be utilized: Does not apply 3. When the student will not participate in the districtwide assessment programs, the Florida Alternate Assessment will be utilized in lieu of the because it provides a measure of the student's progress toward attainment of standards that are appropriate to the student's unique needs. B. Accommodations Needed for Testing* classroom, statewide and district assessments: Required Accommodations Needed for Testing Accommodation Description Name(s) of Test(s) Flexible setting Small Group Setting (distraction free) classroom, statewide and district assessments Flexible scheduling Frequent Breaks upon student request when meeting frustration level Read allowable portions, upon student request allow for use of word processing tools when meeting frustration level classroom, statewide and district assessments Flexible presentation classroom, statewide and district assessments Flexible responding classroom, statewide, and district assessments Flexible timing Extended Time classroom, statewide and district assessments *Only accommodations/modifications indicated in the test administration manuals may be used for state assessments. XIII. Special Considerations: 9

10 A. Have the language needs of the student with limited English proficiency been considered? Not applicable B. Is this student blind or visually impaired? No C. Is this student deaf or hard of hearing? No D. Were parents advised of services available at the Florida School for the Deaf and Blind? Not applicable E. Does this student have any additional communication needs that have not been previously addressed? No F. Have assistive technology needs been considered? Yes, none required G. What access to Physical ucation is appropriate for this student? Regular P.E. H. Have needs in the area of self advocacy been considered? Yes, none required XIV. Least Restrictive Environment Review Summary It is necessary to ensure that this student will be educated with nondisabled students to the maximum extent appropriate: A. Students with disabilities will be educated with their nondisabled peers to the maximum extent appropriate by providing the supplementary aids and services needed, unless there is educational justification for separate services. Considering the special education services and location(s) described in the IEP, the student's IEP goal(s) will be achieved appropriately in a setting, providing inclusion: With nondisabled students for more than 79% of the time B. Will this student participate with nondisabled peers? Yes, for the purpose(s) of: Socialization/interaction Academic instruction Physical proximity Communication opportunities Nonacademic activities Extracurricular activities C. Is this student recommended to be removed from the regular classroom for any portion of time during the day? Yes 1. Factors considered by the IEP team in selecting the student's placement and ensuring that it is in the least restrictive environment include current educational performance, IEP goals and objectives, as well as the following factors which are, or could be, potentially harmful to the student in other assignments: Distractibility Inadequate learning without individualized instruction Insufficient time to master educational objectives Inadequate learning in large group settings Lack of (or insufficient) progress Need for environment with fewer distractions Need for lower pupil to teacher ratio 2. Previous educational alternative(s) and/or placement(s) attempted: Regular class 10

11 Regular class with resource services 3. Accommodations/Modifications considered or previously attempted: More instructional time Shortened assignments Adjust pacing Organization system Proximity control SUMMARY OF DATA/DELIVERY OF SERVICES Student Name: Date of Birth: Type of Meeting: IEP Annual Review Discussion of reevaluation results The IEP Team recommends the following ESE placement: Regular class with supports (special education services provided outside regular class for less than 21% of the time) The student will be assigned to: Current Area(s) of Eligibility: Specific Learning Disabilities Informed Parental Consent for Instructional Accommodations (form Required and consent has been given and is applicable to current IEP. All recommended instructional accommodations will be implemented. IEP Implementation: This IEP will be made accessible by the ESE Case Manager* to each service provider (including regular education and exceptional education) who is responsible for implementing this student's IEP. All service providers will be informed of their responsibilities related to implementing this student's IEP, and of any specific accommodations, modifications, and supports that must be provided to the student or school personnel in accordance with this IEP. (*The ESE Case Manager is typically the ESE Teacher/Therapist who provides the majority of the ESE services to the student.) The parent(s) of the student will receive a copy of this IEP immediately upon the conclusion of this IEP Team meeting. Additional information is documented on Conference Summary Sheet ( IEP. ) and will be attached to the Additional Comments/Other Pertinent Information/IEP Revision Information: The IEP will be reviewing Re evaluation results. Upon entering, the case manager will review progress towards goals. The IEP team will reconvene as necessary to review/revise goals/objectives once additional teacher observations, test scores, classwork, homework, and transition to middle school have been monitored. If the current goals/objectives need revising, the team will meet. 11

12 Date of Current IEP: June 11, Initiation/Duration month/day/year: All services, accommodations, and modifications, unless noted differently in the IEP, are anticipated to initiate on: June 11, 2 and have an anticipated duration through: June 10, IEP Review Due Date: June 10, 2 Re evaluation Due Date: May 31, 2 Signature of Participants Parent(s)/Guardian(s)/Surrogate ESE Teacher/Provider Regular ucation Teacher(s) Evaluation Representative Agency Representative Student Other(s) Other(s) LEA Representative Date As a parent of a student with a disability (IDEA eligible), you may apply for a Scholarship. The Scholarship Program provides options for students with disabilities to attend a public school other than the one to which they are assigned, or to attend a private school of their choice. Funds for the scholarships are provided by the Department of ucation. For further information, please contact the Exceptional Student ucation Department 12